Student Teaching Day 7

Name: Amanda Oebser

Lesson Title or Subject/Topic: Jumping and Landing Circuit
Unit: Jumping and Landing
Date: December 8th, 2015
Estimated Time/Length of Lesson: 30 minutes
Central
Focus

Last day for students to work on their jumping and landing skills

What is the
Central Focus
for the content
in the learning
segment?

Content
Standards
What
standard(s)
are most
relevant to the
learning
goals?
Include
SHAPE
Standards
and WI
Content
Standards.

Student
Learning
Goal(s)/
Objective(s)
What are the
specific
learning
goal(s) for
student in this
lesson?
Safety
Statement

National P.E. Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 5: The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction.
Wisconsin State Teacher Standards:
Standard 2: The teacher understands how children with broad ranges of ability learn and
provides instruction that supports their intellectual, social, and personal development.
Standard 3: The teacher understands how pupils differ in their approaches to learning and the
barriers that impede learning and can adapt instruction to meet the diverse needs of pupils,
including those with disabilities and exceptionalities.
Standard 5: The teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
Standard 7: The teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community, and curriculum goals.

LEARNING GOALS
OBJECTIVES
Psychomotor Students will challenge themselves one more time by doing a circuit
with the eight kinds of jumps Star Jump, Jack-in-the-Box, Frog Jump, Kangaroo Jump,
and Rabbit Jump, Two feet jumping, One foot hopping, and leaping
Students will be able to demonstrate how to correct landing while doing this activity
Cognitive Students will be able to demonstrate how to correct land and show the all
eight of the jumps they have learned
Affective
Students will be able to teach a peer what they learned.
Students must have tennis shoes on

Assessment
of Learning
Describe your
formative and
summative
assessments
you will use.
Learning
Environment
/
Behavior
Expectations

Will the students remember how to do all eight different kinds of jumps and landings properly?

Expectations:

Students will be able to control their own body

Students will be able to remember how to jump and land properly

What
procedures
will you use
to ensure
students are
safe, on task
and engaged?
What might
happen that
you might not
expect?

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity: Rock, Paper, Scissors
Motivational Set
- Students play rock, paper, scissors
3 Minutes
How will you start the
lesson to engage and
motivate students in
learning?

Instruction: (Body of
the lesson)
17-25 Minutes
Write the step by step
Teaching
procedure/progression
here.
What will you say and
do? What questions

Whatever partner wins will chase the other partner

Once partner is tagged then you will play again

Tasks
(Extensions)
Students will
improve their
jumping and
landing skills
for the last
time

Cues
(refinements
) Have the
students
remember the
correct way to
jump and land

Challenges :
(Applications)
The students
will get
different
challenges
through out
the activity

Modifications
:
Have some of
the circuits
easier
.

will you ask?

Demonstration #1:
Question: What are the eight jumps we have done all this unit?
How will you engage
students to help them
understand the
concepts?
What will students do?

Closure
3-5 Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

Activity 1 Jumping and Landing Circuit

Demonstrate
(25
minutes)
Students will be in groups of 3 to 4
The students will share, take turns and help others
While the music plays, the students need to be active at their
station
There will be 2 activities to choose from; they will choose which one
they want to do.
When the music stops, they will rotate to the next station

They will give me a thumbs to these questions

Did you share and take turns?
Tried your hardest in every activity
Were courteous with others and respectful of our equipment
Questions:
1) Why is it important to be aware of the space around you during jumping activities?
2) Turn to a partner and show them all the ways you can jump and land

Students with IEPs or 504 plans or students requiring other

accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual
demonstrations, and putting words on board to read and visually
see.

Materials
What specific
materials/equipment
does the teacher need
for this lesson?
What materials do the
students need for this

Cones, Hula hoops, music, activitiy cards

lesson?

Academic Language Demand(s):

What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson

Jumping- Jump off two feet and landing on two feet

Hopping- on one foot
Leaping- off one foot, onto the other
Star Jump: Jump up with raising your arms above your head and your feet
Jack-in-the-Box-: Begin in a squat position, then jump up, and land back in
Frog Jump: Begin in a squat; reach forward and shift your weight to your h
your feet forward and close to you hands.
Kangaroo Jump: Using a 2 foot-take off and 2 foot-landing, do slow, long ju
keeping your feet together
Rabbit Jump: Quick, short jumps forward with feet together

What specific way(s)

They will need to be able to listen, watch, and be able to participate what I am demonstratin
will students need to use Students will be able to do all eight jumps and landings correctly
language (reading,
Will be able to work in a group
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON

PRE-PLANNING: Explain if their was previous instruction in this activity (

levels)
I had to look up this lesson plan because I had some idea what to do but t
fun

POST PLANNING: Assessment informs Teaching: what are future need

assessment results.

TEACHER REFLECTION NOTES:

ATTACHMENTS

ATTACHED BEHIND
Sheets that will be on the cones to show the students what they are doing

Resources:

List references
S"PEC: Lesson Plans for Physical Education." PEC: Lesson Plans for Physical Edu
and
Web. 28 Nov. 2015. <http://www.pecentral.org/lessonideas/ViewLesson.asp?ID
Other Resources
used to support or
develop the
lesson.

Frog Jump
Begin in a squat; reach forward and shift your weight to your hands. Then to jump your
feet forward and close to you hands.

Crab Walk

Star Jump
Jump up with raising your arms above your head and your feet spread out

Bear Walk

Kangaroo Jump
Using a 2 foot-take off and 2 foot-landing, do slow, long jumps forward, keeping your
feet together

Turkey Walk

Jack-in-the-Box
Begin in a squat position, then jump up, and land back into squat
position.

Turtle Walk

Rabbit Jump
Quick, short jumps forward with feet together

Gorilla Walk

One Foot Hop

Inchworm walk

Leaping
off one foot, onto the other

Alligator Plank
K-2 10 seconds
3-5 20 seconds

Two Foot
Jump